The purpose of this qualitative instrumental case study was to explore the professional learning outcomes of teachers as they implement community-based instruction programs for students with disabilities in a New Jersey school district. The study was viewed through the theoretical lens of disabilities studies in education, which posits that the term disability is a socially constructed concept that leads to the systematic social and environmental disadvantage of people with disabilities. The sample included public school teachers who have participated in a community-based instruction program for students with disabilities in Mountainview Public Schools in New Jersey. Data collection methods included semi-structured interviews and graphic elicitations. It was found that teachers experienced teacher learning outcomes such as flexibility, creativity, and problem-solving skills as a result of implementing community-based instruction. Teachers were better able to assess the needs of their students and consequently altered their teaching practices to promote the development of skills that are needed for transition into adulthood in society. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]